Teaching Lab Report
Introduction/Summary Statistics
There were 45 complete responses to the survey, and 13 incomplete responses.
Role
14/23 people who selected coach also selected facilitator, and 14/16 facilitators said they were also coaches. There were 0 non-unique selections for other roles. There are more roles than survey responses because multiple role selection was enabled.
Experience
Staffing
There are only 25 observations here because only coaches or facilitators could respond to this optional question.
Program role
Analysis
I routinely utilize L&R data in my work
There were only 2 selections that said the data was not directly applicable to my role.
Role: Overall
Role: Coach
Role: Facilitator
Role: Innovation Lab Team Member
Role: Office of the CEO Team Member
Role: People & Culture Team Member
Role: Program Team Member
Role: Shared Ops Team Member
Role: Strategic Growth & Communication Team Member
Data Use Frequency
There are 47 responses here since this question was only available to people who selected that L&R data was applicable to their work.
Role: Overall
Role: Coach
Role: Facilitator
Role: Innovation Lab Team Member
Role: Office of the CEO Team Member
Role: People & Culture Team Member
Role: Program Team Member
Role: Shared Ops Team Member
Role: Strategic Growth & Communication Team Member
Data Support
N.A. - not applicable to my role is recoded as N/A.
Role: Overall
Role: Coach
Role: Facilitator
Role: Innovation Lab Team Member
Role: Office of the CEO Team Member
Role: People & Culture Team Member
Role: Program Team Member
Role: Shared Ops Team Member
Role: Strategic Growth & Communication Team Member
Coaching Data
Role: Coach
Program Team Members
Role: Program Team Member
Program Team Members
Role: Program Team Member
Data Literacy
Role: Program Team Member
Enabling Conditions
Role: Program Team Member
Enabling Conditions Qualitative Feedback
| What worked well and what could be improved in the enabling conditions rubric based on the support provided last year? Please share one glow and one grow. | What additional support would be useful in supporting you in completing an enabling conditions rubric and/or preparing for stepbacks this year? |
|---|---|
| TL has the most Amazing L&R team. Lindsay, as my team support, and Dr. Shaye & Duncan are responsive and always creating ways to make data more accessible and and valuable. | — |
| Glow- Working with other team members to calibrate on ratings Grow- Collecting more qualitative throughout the year (Program teams responsibility) | The quantitative evidence relies heavily on the educator survey, what happens when a partner declines administering that survey? |
| N/A | N/A |
| Examples of evidence and how to cite it, linking data. Too many data pieces to look at, too many categories for measuring growth. | Presenting the data more clearly, be more specific and focus on most important data points. |
| While I could complete this year, a refresher would be nice. | — |
| — | Correct data that aligns with enabling conditions selected based on district needs. Timely support in building decks with data to be shared |
Final Qualitative Questions
| How else could L&R support you? | What would you like the L&R team to hold targeted informative sessions about? |
|---|---|
| — | I'd love some collaborative sessions (either open to everyone or office hours sessions) around NPS scores and identifying traits of professional learning that contributed to said scores. It would be interesting to see any correlations--for example, if SMEs are tracking feedback from partner focus groups and using that to develop professional learning, does this have a significant increase in NPS scores for that partner vs. a different partner whose SMEs do not focus on partner focus group data? It would be interesting to see systems or procedures used to develop the content and any direct correlation that might occur. |
| How to access the data and where it's accessibly located. Are there reports sent to coaches? | Above |
| Have a clear way to get to dashboards | Best ways to create step back sessions with partners in a way that tells a intimate story around their school/site/district |
| L&R is very responsive and supportive in the moment, I meet with folks when I have questions. Please continue supporting and being AMAZING!! | N/A |
| External Market data analysis, social, email and website marketing data analysis, financial data analysis, building predictive models, possibly using a Bayesian approach to build out our Go-To-Market Strategies and to set Teaching Lab up for continual growth past the ESSER funding cliff after September 2024. | I would love a session called, "What does the Market Data Tell us about the ESSER Funding Cliff, and what does it mean for me"? |
| I don't know the results of L&R without explicitly asking or receiving it in a follow-up meeting, so I don't respond to that data readily. There are projects that I work on that are between or that defy categories and it often causes messiness with the process- how do I fill out coaching logs? How frequently do teachers need to fill out the educator survey? Etc. There have been occasions that the resources used in collecting data is out of proportion with the amount of time being coached or supported through TL (i.e, too much time spent in a 30 min coaching call with attendance and individual feedback, or long time spent with educator survey or supporting student work collection, etc.) | how to access information from sessions I give, and possibly in focus groups about how it feels to be facilitating data collection in different settings to better match the data we need with the investment in time from a district, school, etc. |
| Change time for office hours quarterly | Data visualizations 101 |
| A course(s) on how Teaching Lab envisions data collection and interpretation to look like. | See above. Program managers also need to be on the same information and status level with partners as facilitators and coaches. I've experienced not being knowledgeable about the scope of work a partner has with Teaching Lab, without a broad overview of the status and level of support we are giving. |
| Increased access to data for coaches | How to use data in partner conversations (school leaders etc) |
| More information around (1) how L&R data is used, (2) what data should be collected, (3) how to best collect it | Using the IPG for observations (specifically, how to best use it based on [1] length of observation, [2] the reason(s) for the observation, and [3] how it will support the overarching goals of the project and Teaching Lab overall) and how data from the IPG is used and analyzed once transferred in Qualtrics |
| It would be extremely helpful for data collected to be more transparent on the coach-end, I normally wait for it to be shared before I am able to access and assess it. | Debriefs on the data collected pertaining to the projects I am currently assigned to. |
| Appreciative of having L& R members on project teams with data collection. | More information/ training with creating effective knowledge assessments, analyzing and framing knowledge assessment data for partners. |
| So grateful for L & R's support with our annual and long-range goals progress monitoring and visualization. | Working with P & C and the Strategy Implementation Steering and Advisory Committees to hold sessions/offer support in translating goals progress monitoring data into actionable leadership conversations for Home Managers and Project Leads would be awesome and affirm the importance of client-facing teams collecting data. |
| — | NPS: How can we use ongoing data to ensure the NPS reaches our goal? Our facilitator feedback is sometimes far different than the NPS data. |
| I don’t feel data has been shared back to coaches in a way that supports the work of coaching. The data submitted to L&R doesn’t get turned around or shared currently in a way that impacts or supports the daily work with teachers. | — |
| I think it would be nice to have a summary sentence or two once a project has closed that has the "headline" or summarizes the analysis. Like "Using XYZ measures, Teaching Lab's support has resulted in ABC gains/shifts/improvement." | — |
| It's not always clear who is responsible for ensuring data collection is updated for each partner before PL sessions. Is this is a facilitator role or a PM role? Is this included in prep time for facilitators? I often go through and check survey links, etc., but am not always confident what is needed in which course because it often varies by partner. | Accessing facilitator data |
| Please reevaluate all data thar is currently being selected and only select what's necessary. The collection and processes surrounding the collections are redundant and time consuming | — |
| contractors need firsthand access to data; jobs consistency is needed to track data sources | consistency in job opportunities; how to gain access to data as a contracted consultant |
| In regards to end of PL surveys (not sure if this question relates): Participant surveys are unwieldy and sometimes produce incorrect data because participants do not know how to use them. When the name of the session or the district or the second facilitator's name is missing (or is not solicited until the user has worked through most of the survey), the results are unreliable. | How to best collect reliable data on surveys |
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